← understanding language and culture
AC9LS6U01
Understanding systems of language
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
Elaborations
- AC9LS6U01_E1<p>understanding how pitch, stress, intonation and rhythm assist meaning when individual words are unfamiliar, for example, <em>¡Qué miedo! ¡Rápido! ¡Vamos! ¡Arriba! ¡Sigue, adelante! ¡Muévete! ¡Tranquilo!</em></p>
- AC9LS6U01_E2<p>distinguishing the pronunciation of individual sounds in diphthongs such as <em>miércoles, viernes, bien, veinte, murciélago</em></p>
- AC9LS6U01_E3<p>using their knowledge of Spanish pronunciation to identify and enunciate loan words such <em>bistec, menú, básquetbol/baloncesto, chat, champú, bumerán, baipás, gol, hamburguesa</em></p>
- AC9LS6U01_E4<p>applying their knowledge of consonant sounds to reproduce the pronunciation of <em>d/t, p/b/ m/n</em> at the beginning of words or consonant vowel combinations such as <em>ce/ci, ga/gi, gue/gui ja/gi</em>, to read words such as <em>todo, garaje, probable, mano, jardín, Cecilia, gigante, gimnasio</em></p>
- AC9LS6U01_E5<p>recognising variation in Spanish in particular regions, for example, the pronunciation of <em>s, z</em> in <em>corazón, zapatos, ll</em> in <em>llamarse</em> for Argentina and Uruguay and <em>j</em> in Ecuador and Venezuela</p>
- AC9LS6U01_E6<p>applying phonic knowledge to spell unknown words, for example, <em>estrella, llamar, tortilla, taxi, México</em></p>
- AC9LS6U01_E7understanding the function of accents to indicate where the stress falls on a word and learning to insert these into their own work using secure digital tools
- AC9LS6U01_E8<p>reciting Spanish tongue twisters to develop pronunciation, intonation and fluency, for example, <em>Cuando cuentes cuentos, cuenta. De generación en generación. Buscaba el bosque Francisco, un vasco bizco, muy brusco, y al verlo le dijo un chusco, ¿Busca el bosque, vasco bizco?</em></p>
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